1. Welcome to …

2. TODAY’S AGENDA SMP Qualities 5 Practices for Mathematical Discourse
Solid Shapes
Nets and Measurement of Solid Shapes
Lessons and Reflections
PASS OUT NOTE PADS and explain that these pads are to jot down pedagogical and mathematical connections they make…then later they will be given time to reflect on their own connections.

3. Bring your ideas…
As a group of professionals we have made a commitment to helping children attain success in life and a voice in the world.
Many times the best part of these kinds of professional development is simply the chance to share ideas, raise questions, and work with other practitioners to improve our own understandings and practice.
Please bring your stories of children’s learning with you.
Gabriel - Make any agreed upon revisions to the norms

4. Our Socio-mathematical Norms
Listen intently when someone else is talking avoiding distractions
Persevere in problem solving; mathematical and pedagogical
Solve the problem in more than one way
Make your connections explicit - Presentation Ready
Contribute by being active and offering ideas and making sense
Limit cell phone and technology use to the breaks and lunch unless its part of the task.
Be mindful not to steal someone else’s “ice cream”
Respect others ideas and perspectives while offering nurturing challenges to ideas that do not make sense to you or create dissonance.
Limit non-mathematical and non-pedagogical discussions
Gabriel - Make any agreed upon revisions to the norms

5. Presentation Norms
Presenters should find a way to show mathematical thinking, not just say it
Presenters should indicate the end of their explanation by stating something like “Are there any questions, discussion, or comments?”
Others should listen and make sense of presenters’ ideas.
Give feedback to presenters, extend their ideas, connect with other ideas, and ask questions to clarify understandings
Gabriel - Make any agreed upon revisions to the norms

6. The Standards for Mathematical Practice Student Reasoning and Sense Making about Mathematics
Let’s list as many qualities as we can of the kinds of mathematically proficient student behaviors that exemplify the SMP’s.
Make sense of problems and persevere in solving them
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
Gabriel – Have teachers look at their SMP pages and think about qualities students behaviors should have when engaging in this SMP.

7. 5 Practices for Orchestrating Productive Mathematics Discussions
Getting Started: Anticipating Students’ Responses and Monitoring Their Work

8. Calling Plan Task
Long distance Company “A” charges a base rate of $5.00 per month plus 4 cents a minute that you are on the phone. Long distance Company “B” charges a base rate of only $2.00 per month, but they charge you 10 cents per minute used.
How much time per month would you have to talk on the phone before subscribing to Company “A” would save you money?

9. Solve the task for yourself.
Discuss your ideas with your small group & prepare a justification and representation for your decision on chart paper.
Whole group presentations.

10. Reading & Reflection Read pages 31 – 42.
Consider questions #1 #2, #3 & #5 on the hand-out.
Discuss with a partner then with your group.
Be prepared to share your response to the question assigned to your group.

11. Break Time 1

12. What’s My Shape?

13. All, Some, or No 1. _______ rectangles are squares.
2. _______ squares are rectangles.
3. _______ rhombuses are squares.
4. _______ squares are rhombuses.
5. _______ squares are parallelograms.
6. _______ parallelograms are squares.
7._______ rhombuses are rectangles.
8._______ trapezoids are parallelograms.

14. Polygons What is the definition of a polygon?
What is a “regular” polygon?
Which regular polygons could be used to “tessellate the plane”? What does this mean?
Why do some regular polygons tessellate the plane and others do not?

15. Solid Shapes What are solid shapes?
Locate/point out any solid shapes in the room.
These are also called three-dimensional shapes. What do we mean by one-dimensional, two-dimensional, and three-dimensional?

16. Sorting 3-D Shapes
Consider a way to sort or group the 3-D shapes at your table; then work with a partner to devise a method of sorting the shapes. Share with your group.
Using the attribute hoops, construct a Venn diagram for your group & justify the structure of your diagram.

17. Naming 3-D Shapes Common 3-D Shapes Polyhedron (plural is polyhedra)
Cube; Rectangular Prism; Triangular Prism; Cylinder; Cone; Pyramid; Sphere
Polyhedron (plural is polyhedra)
Geometric solid with flat faces
Each face is a polygon
Platonic solids
Polyhedra
Each face is the same regular polygon
Same number of polygons meet at each vertex

18. Attributes of 3-D shapes
Use the handout to record the names and the numbers of faces, vertices, and edges for several polyhedra.
Share your findings with
the group.
Do you notice any patterns?

19. Lunch

20. Nets for 3-D Shapes
Cube is a 3-dimensional shape with six identical square faces.
Using the grid paper, how many patterns can you make that will fold into a cube? Make a sketch of each pattern you find on the recording sheet. Test each pattern by folding it into a box.
Work with a partner then share with your table group.
Determine the total area and perimeter for each pattern.
How do these compare for each pattern?

21. Interactive Cube Net Site

22. Questions About Cubes Which nets have four squares in the middle?
Which ones have three squares in the middle?
Which ones have two squares in the middle?
And, more important, why are there only eleven possibilities?

23. 11 Nets for Cubes

24. Rectangular Prism
Working with a partner draw on grid paper a flat pattern for a rectangular prism that is not a cube.
Test the pattern by using . Describe the faces of the rectangular prism.
What are the dimensions of each face? What is the total area of the prism? What is the perimeter of the prism?
Compare your results with others.

25. file:///Users/sherrykaylane/Desktop/Day%206%20Copies/Interactives%20
file:///Users/sherrykaylane/Desktop/Day%206%20Copies/Interactives%20.%203D%20Shapes%20.%20Prisms.webarchive

26. Packaging Dilemma
The Scrooge Shipping Company is looking to save money on the cost of shipping materials. To accomplish this, they have decided to use less material for the packages. Working with a partner and using the 1-centimeter cubes at your table, design a container that will allow for the maximum(greatest) number of cubes and the minimum(least) amount of packaging material.

27. Break Time 1

28. Math Content for our Classrooms
Each day we will spend time with grade level teams making lesson plans.
Each of us will make one plan that is part of a unit of plans the grade level team is working on.
Each plan must have the following:
Connected mathematics content focus from Ohio’s Mathematics Learning Standards
A focus SMP
Designed to Orchestrate Productive Mathematics Discussions (The 5 Practices)
Handout Page 15

29. Math Content for our Classrooms
Three checks must be made for the completion of lesson plans:
Check 1) Consult with Sandy and/or Mary about the mathematics content of the lesson and explain to her its mathematical appropriateness. When the lesson is complete Sandy, our resident mathematician, will sign off on its content (SMC’s).
Check 2) Consult with Sherry about the design of the lesson to promote mathematical discourse (5 Practices). Sherry must sign off on the lessons discourse elements.
Check 3) Consult with Dr. Matney about the design of the lesson having a focus Standard for Mathematical Practice. Dr. Matney must sign off on the lessons mathematics proficiency elements (SMP’s)
?Questions about COMP Lesson Plans?
Handout Page 15

30. Air of Appreciation
We want to pass on to each generation a sense of learning how to appreciate life, others, and learning.
Let’s spend some time sharing one thing or experience that we appreciate:
Examples: I appreciated when Ray didn’t give up on solving that hard problem. It encouraged me to keep thinking for myself to make sense of it.

31. On a sticky note tell us one thing you learned today.
Time of Reflection
On a sticky note tell us one thing you learned today.
Tell us one think you liked or one thing you are still struggling with.
Handout Page 15

32. Stay Safe Please help us put the room in proper order.
Please leave your name tents for next time.